Dual Language Program Evaluation, 2014-2015. Research Educational Program Report

Institution	Houston Independent School District (HISD), Department of Research and Accountability
Titel	Dual Language Program Evaluation, 2014-2015. Research Educational Program Report
Quelle	(2015), (50 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Education; English (Second Language); English Language Learners; Program Effectiveness; Academic Achievement; Language Proficiency; Bilingualism; Elementary Schools; Middle Schools; Reading Achievement; Texas + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schulleistung; Language skill; Language skills; Sprachkompetenz; Bilingualismus; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Leseleistung
Abstract	The Texas Education Code (§ 29.051) requires school districts to provide every language minority student with the opportunity to participate in either a bilingual or English as a second language (ESL) program. This evaluation report summarizes the performance of students who participated in the district's Dual Language Bilingual Program. Included in the report are findings from assessments of academic achievement and English language proficiency for all students classified as English Language Learners (ELL) who participated in the Dual Language program. In addition, the report includes performance results of fluent English-speakers enrolled in the Dual Language program, as well as a summary of appraisal and retention data for Dual Language teachers. (ERIC).
Anmerkungen	Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01